ChatGPT: How Can AI Support Unit Planning?

AI (Artificial Intelligence) has the potential to revolutionize the way teachers plan their units of inquiry in the Primary Years Programme (PYP).

In recent months, I have been highly intrigued by the advancements in AI, particularly with the release of DALL·E 2, an image generator, and ChatGPT, a language model for dialogue. This progress has sparked my interest in exploring how AI can impact education at our level.

With the constant evolution of technology, AI is poised to become an increasingly valuable tool for PYP educators. This article will shed light on how AI can be used responsibly to support our unit and lesson planning.

Edit: This article showcases my conversation with ChatGPT in details. If you're interested in knowing the details, feel free to read through. For a quick reference, here is the final result of our discussion: a fully AI-created unit planner on living things and life cycles for a 3-4 year old class.

AI Generated Unit Planner (early years)

.pdf

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Table of content

1. How I proceeded

2. Things to consider

3. PLANNING with Chat GPT

4. DESIGNING AND IMPLEMENTING with ChatGPT

5. Final words

How I proceeded

Very simply, I asked questions to ChatGPT and refined its responses with new questions or instructions. When interacting with ChatGPT, you will find that it feels very natural, almost like talking to a person.

For every part of the UOI planner, I asked some questions on my own and at other times utilized the IB prompts.

Things to consider

While AI has the potential to make unit planning more efficient, it's important to consider its effectiveness. Educators should consider if AI-generated resources and activities truly engage and support student learning.

It is also important to ensure that AI-generated resources and activities align with the PYP pedagogy and support student-centered, inquiry-based learning.

AI is not perfect and has limitations, such as a lack of creativity and critical thinking skills. Educators should be aware of these limitations and use AI to support their own decision-making.

AI should support and enhance, rather than replace, the role of educators in unit planning. Educators should remain involved in the planning process and use AI only to supplement their own knowledge and expertise.

PLANNING with Chat GPT

In this article, I will pretend being a Pre-K teacher at a PYP school. My students are between the ages of 3 and 4 and the next unit of study is focused on the theme "How the World Works." Since the TD theme only is too broad, I will narrow down the topic by selecting the focus of "Living Things and life cycles."

>>> Skip to Final Words

Me: Can you create a PYP unit about Living things and life cycles for 3-4 years old under the transdisciplinary theme How the World Works?

ChatGPT:

​Certainly! Here's a basic unit plan for a 3-4 year old PYP class exploring living things and life cycles under the transdisciplinary theme of "How the World Works":

Title: "Life Cycles of Living Things"

Transdisciplinary Theme: How the World Works

Central Idea: Living things have life cycles and change over time.

Lines of Inquiry:

1. What are the characteristics of living things?

2. How do living things grow and change over time?

3. How are life cycles different between living things?

Key Concepts: Form, Function, Causation

Attitudes: Respect, Empathy

Skills: Observing, Classifying, Communicating

Activities:

1. Introduction to the Unit: Students will explore the characteristics of living things through a class discussion and hands-on observation of plants and animals.

2. Life Cycles of Plants: Students will learn about the life cycle of plants through observation and drawing their own life cycle diagrams.

3. Life Cycles of Animals: Students will learn about the life cycles of different animals through stories and videos, and sorting animals into their life cycle stages.

4. Compare and Contrast Life Cycles: Students will compare and contrast the life cycles of plants and animals, and make connections to their own lives.

5. Final Reflection: Students will reflect on their learning through a class discussion and creating a class book about the life cycles of living things.

Assessment:

• Observations of student engagement and participation in class discussions and activities.

• Student-created life cycle diagrams and class book.

This is a basic unit plan that can be adjusted and modified based on the needs and interests of your students.

We now have a general idea of what a unit on living things and life cycles for a 3-4 year old class could look like. However, some elements of a PYP unit are absent, and you'll notice that ChatGPT mentioned attitudes, which is no longer part of the PYP after to its revision (enhanced PYP)

Let's fix this:

Me: What are the key concepts, related concepts, learner profile attributes, approaches to learning and action for this unit?

ChatGPT:

​Key Concepts: Change, Form, Function Related Concepts: Growth, Development, Life cycle, Characteristics of living things Learner Profile Attributes: Reflective, Open-Minded, Caring Approaches to Learning (ATLs): Observing, Communicating, Reflecting Action: Respect for living things and their life cycles through empathy and caring. In this unit, students will be exploring the concept of change as they learn about the life cycles of living things. They will also be developing their understanding of the key concepts of form and function by examining how living things grow and change over time. Through hands-on observation, students will reflect on the growth and development of living things, which will help to develop their reflective skills. The learner profile attributes of being reflective, open-minded, and caring are emphasized in this unit as students learn to appreciate the diversity of life and the importance of respecting all living things. The approaches to learning of observing, communicating, and reflecting will be used to deepen students' understanding of the topic and develop their critical thinking skills. Finally, the action of respecting living things and their life cycles is an important aspect of this unit. By learning about the life cycles of plants and animals, students will develop empathy and an understanding of the interconnectedness of all living things. This will encourage them to act with respect for the world around them and contribute to creating a more sustainable future.

Now we have everything we need, and it looks correct. With a little stretch of mind, I can connect ChatGPT's answer to Thinking skills and Communication skills for the approaches to learning and Advocacy and Lifestyle Choices for Action.

The lines of inquiry were stated as questions, so I will now ask ChatGPT to rephrase them as neutral statements.

Me: Please rephrase the lines of inquiry as neutral statements

ChatGPT

Sure, here are the rephrased lines of inquiry as neutral statements:

1. Characteristics of living things

2. Changes and growth in living things over time

3. Differences in life cycles among living things.

You can ask some specific details to ChatGPT and make some arrangement. For example:

Me: What key concept will be used for each line of inquiry?

ChatGPT:

​Here is the key concept used for each line of inquiry:

1. Characteristics of living things - Form

2. Changes and growth in living things over time - Change

3. Differences in life cycles among living things - Function.

Me: Why did you use Function for line of inquiry 3?

ChatGPT

​I apologize, I made a mistake in the previous answer. For line of inquiry 3, the appropriate key concept to use would be Form, as the focus is on the differences in the appearance or structure of living things and their life cycles. Function would be more appropriate for examining how living things carry out their necessary tasks and processes in order to survive and thrive.

Me: What does it mean?

ChatGPT

In the context of this unit, "key concepts" refer to the big ideas or fundamental understandings that the students will explore and develop as they learn about living things and their life cycles. These key concepts serve as the framework for the unit, guiding the students' learning and helping them to make connections between the different aspects of the topic.

For example, the key concept of "Form" refers to the appearance or structure of living things, such as the shape of a plant or the characteristics of an animal. The key concept of "Change" refers to how living things grow, develop, and change over time, from birth to maturity. And the key concept of "Function" refers to the processes or activities that living things carry out in order to survive and thrive, such as breathing or reproducing.

These key concepts help students to better understand the underlying principles and patterns in the world around them, and to make meaningful connections between different aspects of the unit.

Me: Can you write a new line of inquiry 3 as a neutral statement to use with Function?

ChatGPT

​Certainly! Here is a revised line of inquiry 3 as a neutral statement that uses the key concept of Function:

3. How living things carry out necessary tasks and processes.

Me: Can you rewrite the lines of inquiry as provocative questions. It is these questions, not the central idea or lines of inquiry, which we will share with the students. So make sure they are child-friendly.

ChatGPT

​Sure, here are the lines of inquiry rephrased as provocative questions for students:

1. What makes a living thing so special?

2. How do living things change and grow?

3. What does a living thing do to survive?

Me: What are some expected student questions?

ChatGPT

​Here are some expected student questions that may arise during the unit on living things and life cycles:

1. What is a life cycle?

2. How do plants and animals grow?

3. Why do some animals change their appearance as they grow?

4. Why do plants and animals need to reproduce?

5. Why do some plants grow leaves, while others have flowers?

6. How does an egg turn into a chick?

7. How does a caterpillar turn into a butterfly?

8. What happens to plants and animals when they die?

9. What are some examples of living things?

10. What do living things need to survive?

These questions can help guide the students' learning and encourage them to explore and ask questions about the world around them. By encouraging students to ask questions and think critically, they can develop their critical thinking skills and deepen their understanding of the topic.

Me: What would be the learning goals and success criteria for this unit? Please write the success criteria as "I can" statements, and organise the learning goals into three categories: 1. Students will understand that..., 2. Students will become able to... 3. Students will need to know...

ChatGPT

Here are some possible learning goals and success criteria for this unit on living things and life cycles:

1. Students will understand that:

• Living things have specific characteristics that make them unique

• Living things change and grow over time

• Different living things have different life cycles

1. Students will become able to:

• Identify different living things and describe their characteristics

• Observe and describe changes in living things over time

• Compare and contrast the life cycles of different living things

1. Students will need to know:

• Basic characteristics of living things (e.g. growth, reproduction, response to stimuli)

• The life cycle stages of common plants and animals (e.g. seed to plant, egg to adult)

• The importance of observing and recording changes in living things over time

Success criteria:

• I can identify a living thing and describe what makes it special

• I can observe and describe how a living thing changes over time

• I can compare and contrast the life cycles of different living things

• I can explain the different stages in the life cycle of a plant or animal

• I can describe how living things grow, reproduce, and respond to stimuli

• I can observe and record changes in living things over time.

Me: Great! How can I assess students prior learning for this unit?

ChatGPT

​Here are some strategies you could use to assess students' prior learning for this unit on living things and life cycles:

1. Pre-assessment activities: You could give students a simple questionnaire or a drawing activity that asks them to identify and describe different living things they know. You could also ask them to describe how they think living things change and grow over time. This information can help you gauge what students already know about the topic and guide your instruction.

2. Class discussion: You could initiate a class discussion where students share their prior knowledge about living things and life cycles. Encourage students to share what they know and ask questions to clarify their understanding.

3. Interactive games: You could create simple games that ask students to identify and sort different living things based on their characteristics or life cycles.

4. Portfolio review: You could ask students to bring in examples of their prior work related to living things and life cycles (e.g. drawings, written descriptions, etc.). You could use this information to see what students have learned in the past and what areas they may need further support in.

By using a combination of these strategies, you can get a more comprehensive understanding of what your students already know and what areas they may need further support in. This information can help guide your instruction and ensure that all students are able to build on their prior knowledge and reach their full potential.

Me: What connections are there to learning within and outside the unit of inquiry?

ChatGPT

​Here are some connections that can be made within and outside the unit of inquiry on living things and life cycles:

1. Within the unit of inquiry: Students can make connections between different aspects of living things and life cycles, such as how living things grow and change over time, and how they carry out necessary tasks and processes to survive.

2. Across other subjects: This unit can be connected to other subjects such as science, where students can learn about the biology of living things and how they interact with their environment. It can also be connected to mathematics, where students can learn about measuring growth and change over time, and making comparisons.

3. In the real world: Students can make connections to their own lives and the world around them by observing and exploring the living things in their community. They can also make connections to food, where they can learn about the life cycles of plants and animals that are used as food sources.

4. Personal experiences: Students can connect their own personal experiences and observations to what they are learning in the unit. For example, they may have observed plants growing in their garden or a butterfly emerging from a chrysalis.

By making these connections, students can see the relevance and importance of what they are learning, and they can deepen their understanding of the topic. Additionally, by connecting what they learn in the unit to their own experiences and the world around them, students can develop a lifelong love of learning and a deeper appreciation for the natural world.

Me: How can our initial reflections inform all learning and teaching in this unit of inquiry?

ChatGPT

​Initial reflections on students' prior learning and understanding of the unit topic can inform all learning and teaching in the following ways:

1. Planning and instruction: Reflections on students' prior learning can help teachers plan and tailor their instruction to meet the needs of their students. Teachers can adjust the difficulty level and content of their lessons to ensure that all students are challenged and engaged.

2. Assessment: Reflections on students' prior learning can inform the development of formative and summative assessments that are aligned with the learning goals and success criteria. Teachers can use this information to create assessments that are appropriate for their students and that measure their progress and understanding.

3. Differentiation: Reflections on students' prior learning can inform teachers' decisions about how to differentiate their instruction to meet the needs of all students. Teachers can adjust their instruction to accommodate the different learning styles, abilities, and backgrounds of their students.

4. Classroom environment: Reflections on students' prior learning can inform the creation of a supportive and inclusive classroom environment that fosters curiosity, creativity, and collaboration. Teachers can use this information to create an environment that is welcoming and engaging for all students.

5. Building on prior learning: By reflecting on students' prior learning, teachers can build on their existing knowledge and help students make connections between what they already know and what they are learning in the unit. This can help students see the relevance and importance of what they are learning and deepen their understanding of the topic.

By incorporating initial reflections into all aspects of learning and teaching, teachers can ensure that their instruction is tailored to meet the needs of their students, and that all students are able to reach their full potential.

DESIGNING AND IMPLEMENTING with ChatGPT

For this section of the planner, I inputted the IB prompts into ChatGPT and added them to the planner. To keep the article concise, I will omit this part of the discussion.

Final words

Creating a unit plan with ChatGPT can be an exciting and innovative way to engage students and bring technology into the classroom. However, it is important to keep in mind the limitations of the technology and the ethical considerations surrounding the use of AI in education. As educators, it is our responsibility to make sure that we are using technology in a way that enhances learning and does not replace the human element of teaching. By considering these things, we can harness the power of AI to create dynamic and engaging unit plans that help our students reach their full potential.

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